Mr. DeLong’s Class
With evidence of students’ understanding of properties of matter, specifically air (gas), Mr. DeLong’s class is ready to explore how atmospheric pressure interacts with objects on earth.
Two days before the following lesson, Mr. DeLong administered an assessment probe, assessing students’ current understanding of atmospheric pressure. The probe asks students the inquiry question, “Why does the card stay on the inverted cup and the water not come out?” The probe offered 5 choices--3 are common misconceptions students have when answering the inquiry question, and the other 2 choices are the best answers. Based on student results, the following experience was planned for students:
Mr. DeLong points students to a counter of materials. Using a pre-determined protocol for collecting materials, students are asked to retrieve materials from the table and spend time exploring.
After students have had time to investigate independently, the teacher brings everyone together and asks students to share out what they tried during their independent time. After students share, Mr. DeLong asks, holding up a picture of a cup full of water inverted with an index card stuck on the bottom, “Did anyone try this?” Mr. DeLong lets students react to the picture and ask questions, ultimately focusing on the question, “Why does the card stay on the inverted cup and the water not come out?”
Mr. DeLong instructs students to spend more time with the materials and answer the inquiry question.The teacher circulates around the students, asking clarifying questions and lets students ask questions of one another and of the teacher. The teacher is encouraging students to just “try it”—see what happens with different materials from the counter, instructing studentsto document everything they try and observe in their digital science journals.
Once students have spent time working, students share their observations with others in the room using the “Give one-Get one” strategy. Back at their seats, they construct a visual model of at least one observation they made or one gathered from another student.
Mr. DeLong asks students to write a preliminary claim, answering the inquiry question, “Why does the card stay on the inverted cup and the water not come out?” Students scan the evidence and observations gathered during the inquiry exercise and choose the evidence to support the claim.
After students complete the inquiry exercise, the teacher asks students to decide if their claim is supported by other credible sources. Within cooperative groups, students divide out the research options—web-based articles (2 sites are pre-selected by teacher & at least 2 more may be chosen by student), 2 leveled scientific texts provided by teacher, and 1 Youtube video. Using a shared Google doc, students upload the main idea and supporting details of the information they researched. This file is accessible via the classroom’s website. Once research is gathered, students debrief their “findings” using the “Get the Gist” method, ensuring each group member is clear on the content from the research. Students reflect back on their claims, adjust the preliminary claim/evidence if needed (re-do the exercise, ask more questions, etc.), and attach appropriate evidence. Once students have written a scientifically sound claim and evidence, they use the rubric for writing an effective claim with evidence to ensure the thoroughness of their writing.
As an exit slip, Mr. DeLong distributes students’ original responses from the first assessment probe, and ask students to make adjustments to their early thinking.
An option--Students formulate their own investigable question and are provided time to explore… This is where math can be integrated (making graphs, etc.).